Game activities for preparatory literacy. GCD in the preparatory group. Literacy training. Getting to know the offer

Long-term planning for literacy instruction in the preschool classroom.

This material will be useful to kindergarten teachers and teachers working in schools for future first-graders. The plan is based on the book “Teaching Literacy to Children preschool age» Nishchevoy N.V.

September
1. Letter Aa and sound (a). Developing the ability to find a letter among other letters of the alphabet. Development of phonemic awareness, visual and auditory attention, general and fine motor skills. Developing skills of cooperation, goodwill, initiative, and responsibility. p.26
2. The letter Uu and the sound (u). Formation of the ability to find a new letter among other letters. Reading mergers Au, ua. Development of phonemic awareness, visual and auditory attention, gross and fine motor skills, coordination of speech with movement, creative imagination. Formation of cooperation skills, a positive attitude towards participation in classes, initiative, independence, responsibility. page 30
3. Consolidation of knowledge of the letters A, U. Reading mergers au, ua. Consolidating knowledge of the letters A, U and the ability to find them among other letters of the alphabet. Reading mergers au, ua. Development of phonemic awareness, speech activity, visual attention, speech hearing, general, fine and articulatory motor skills, coordination of speech with movement, creative imagination. page 34
4. Letter Oo and sound (o). Formation of the ability to find a new letter among other letters of the alphabet. Development of coherent speech, phonemic awareness, visual and auditory attention, general, fine and articulatory motor skills, coordination of speech with movement, creative imagination. Developing skills of cooperation, interaction, goodwill, initiative, responsibility. p.36

October
5. Letter Ii and sound (i). Formation of the ability to find a new letter among other letters of the alphabet. Improving the reading skill of vowel fusion. Improving phonemic awareness, developing a soft voice based on the material of the vowel sound (i), development of visual and auditory attention, general, fine and articulatory motor skills, coordination of speech with movement, creative imagination. Formation of skills of cooperation, interaction, goodwill, responsibility, independence. page 40
6. Introducing the letter T. Letter T and sound (t) To develop the ability to find the letter T among other letters of the alphabet, read and form syllables and two-syllable words with it. Development of phonemic awareness, skills of sound and syllabic analysis and synthesis, visual attention, speech hearing, general, fine and articulatory motor skills, coordination of speech with movement, creative imagination. Formation of skills of cooperation, interaction, goodwill, initiative, responsibility. page 44
7. Consolidation of completed letters. Consolidating the ability to find the completed letters among other letters of the alphabet, read and compose two-syllable words with the completed letters. Development of phonemic awareness, skills of sound and syllabic analysis and synthesis, visual attention, speech hearing, general and fine motor skills, coordination of speech with movement. Formation of skills of cooperation, interaction, goodwill, initiative, responsibility. p.48
8. Letter Pp and sound (p). Introducing the letter Pp and the sound (p). Forming the ability to find it among other letters of the alphabet, the skill of reading and composing two-syllable words with it. Development of speech activity, phonemic awareness, skills of sound and syllabic analysis and synthesis, visual and auditory attention, touch, examination skills, general and fine motor skills. Formation of skills of cooperation, interaction, independence, initiative, desire to be fair. Fostering a love for nature. page 51

November
9. Letter Nn and sound (n). Forming the ability to find a new letter among other letters of the alphabet, read and compose syllables and two-syllable words with it. Formation of the concept of a proposal.
Development of phonemic awareness, skills of sound and syllabic analysis and synthesis, visual and auditory attention, general, fine and articulatory motor skills, coordination of speech with movement.
Formation of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. p.57
10. Letter Mm and sound (m). Familiarization with the letter M. Formation of the ability to find a new letter among other letters of the alphabet.
Development of phonemic awareness, visual and auditory attention, gross and fine motor skills, coordination of speech with movement.
Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. p.62
11. Letter Kk and sound (k). Acquaintance with the letter K. Formation of the ability to find a new letter among other letters of the alphabet, read and compose syllables and two-syllable words with it.
Forming an idea of the proposal.
Development of speech activity, phonemic awareness, skills of sound and auditory analysis and synthesis, visual and auditory attention, gross and fine motor skills, coordination of speech with movement.
Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility. page 69
12. Letter BB and sounds (b) – (b’). Acquaintance with the sounds (b), (b’), the letter BB, the formation of concepts about hardness - softness, sonority - deafness of consonant sounds. Improving the skill of reading syllables and words with a new letter.
Development of phonemic perception, skills of sound analysis and word synthesis, thinking, gross and fine motor skills, coordination of speech with movement.
To develop skills of cooperation in play and in class, independence, initiative, and responsibility. p.85

December

13. Letter Dd and sounds (d) – (d’). Familiarization with the sounds (d), (d’), and the letter Dd. Improving the skill of reading syllables and words with a new letter.
Development of phonemic perception, skills of sound analysis and word synthesis, thinking, gross and fine motor skills, literacy skills, coordination of speech with movement.
To develop skills of cooperation in play and in class, independence, initiative, and responsibility. p.93
14. Letter Вв and sounds (в) – (в’). Familiarization with the sounds (в) – (в’) and the letter Вв. Improving the skills of sound analysis and synthesis. Improving the skill of reading syllables and words with the new letter Vv. Prevention of writing disorders. Improving typing skills. Development of the syntactic side of speech (consolidation of the concept of a sentence).
Development of dialogic speech, speech hearing, phonemic perception, visual attention and perception, memory, thinking, fine and gross motor skills.
Formation of independence, initiative, responsibility. Developing a sense of justice. p.117
15. Letter Xx and sounds (x) – (x’). Familiarization with the sounds (x) – (x’) and the letter Xx. Improving the skills of sound analysis and synthesis. Improving the skill of reading syllables and words with the new letter Xx. Prevention of writing disorders.
Development of speech hearing, phonemic perception, visual attention and perception, memory, thinking, fine and gross motor skills.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 127
16. Letter Yy and sound (s). Familiarization with the sound (s) and letter ыы. Improving the skills of sound analysis and synthesis. Improving the skill of reading syllables and words with the new letter Y.
Development of phonemic perception, fine and gross motor skills, coordination of movements.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.133

January
17. Letter Ss and sounds (s) – (s’). Familiarization with the sounds (с) – (с’) and the letter Сс. Improving the skill of reading syllables and words with the new letter Ss. Improving the skills of sound and syllabic analysis and synthesis. Prevention of writing disorders.
Development of speech hearing, phonemic perception, visual attention and perception, thinking, fine and gross motor skills.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.138
18. Letter Zz and sounds (z) – (z’). Familiarization with the sounds (z) – (z’) and the letter Zz. Improving the skills of sound and syllabic analysis and synthesis. Improving the skill of reading syllables and words, sentences with the new letter Zz. Prevention of writing disorders.
Development of phonemic awareness, fine and gross motor skills.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 145

February
19. Letter Shsh and sound (sh). Familiarization with the sound (sh) and the letter Shsh. Improving the skills of sound analysis and synthesis. Improving the skill of reading syllables and words, sentences with the new letter Shsh. Prevention of writing disorders.
Development of coherent speech, phonemic awareness, visual attention and perception, thinking, fine and gross motor skills.
Formation of skills of cooperation, independence, initiative, responsibility. p.151
20. Letter Zhzh and sound (zh). Familiarization with the sound (zh) and the letter Zhzh. Formation of the skill of reading syllables and words, sentences with the new letter Zhzh. Improving the skills of sound analysis and synthesis.
Development of speech hearing, phonemic perception, visual attention and perception, thinking, articulatory and fine motor skills.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.159
21. The letter Ee and the sound (e). Familiarization with the sound (e) and the letter Ee. Formation of the skill of reading syllables and words with the new letter E. Improving the skills of sound and syllabic analysis and synthesis. Improving typing skills.
Development of phonemic perception, articulatory, fine and gross motor skills, motor coordination, dexterity.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.170
22. Letter Yy and sound (y). Familiarization with the sound (th) and the letter Yy. Formation of the skill of reading syllables and words with the new letter Yi. Improving the skills of sound and syllabic analysis and synthesis. Improving typing skills.
Development of phonemic perception, articulatory, fine and gross motor skills, coordination of movements, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 175

March
23. Letter Her. Familiarization with the letter E. Formation of the skill of reading syllables and words with the new letter E. Improving the skills of syllabic analysis and synthesis. Improving design and printing skills. Prevention of writing disorders.
Development of speech hearing, phonemic perception, visual gnosis, constructive praxis, plane orientation skills, fine and gross motor skills, motor coordination, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.180
24. Letter Yoyo. Introducing the letter Yoyo. Formation of the skill of reading syllables and words with the new letter Yoyo. Improving the skills of syllabic analysis and synthesis and analysis of sentences with a preposition. Improving design and printing skills. Development of speech hearing, phonemic perception, visual gnosis, constructive praxis, plane orientation skills, fine and gross motor skills, motor coordination, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.185
25. Letter Yuyu. Introducing the letter Yuyu. Formation of the skill of reading syllables and words with the new letter Yuyu. Improving the skills of syllabic analysis and synthesis. Formation of the skill of analyzing sentences with a preposition. Improving design and printing skills. Development of speech hearing, phonemic perception, visual gnosis, constructive praxis, plane orientation skills, fine and gross motor skills, motor coordination, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.188
26. Letter Yaya. Introducing the letter Yaya. Formation of the skill of reading syllables and words with the new letter Yaya. Improving the skills of syllabic analysis and synthesis. Formation of the skill of analyzing sentences with a preposition. Improving design and printing skills. Development of speech hearing, phonemic perception, visual gnosis, constructive praxis, plane orientation skills, fine and gross motor skills, motor coordination, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.192

April
27. Letter Tts and sound (ts). Familiarization with the letter Tsts and the sound (ts). Formation of the skill of reading syllables, words, sentences with a new letter. Consolidation of ideas about hardness-softness, deafness-voicing of consonants. Improving the skills of sound analysis and synthesis. Improving design and printing skills. Development of phonemic perception, visual gnosis, constructive praxis, orientation skills on a plane, fine and gross motor skills, coordination of movements, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.200
28. Letter Chch and sound (ch). Familiarization with the letter Chch and the sound (ch). Formation of the skill of reading syllables, words, sentences with a new letter. Consolidation of ideas about hardness-softness, deafness-voicing of consonants. Improving the skills of sound analysis and synthesis. Improving design and printing skills. Development of phonemic perception, visual gnosis, constructive praxis, orientation skills on a plane, fine and gross motor skills, coordination of movements, creative imagination, imitation.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.204
29. Letter Shch and sound (ш). Familiarization with the letter Шшч and sound (ш). Formation of the skill of reading syllables, words, sentences with a new letter. Consolidation of ideas about hardness-softness, deafness-voicing of consonants. Improving the skills of sound and syllabic analysis and synthesis. Improving design and printing skills. Development of phonemic concepts (differentiation of sounds (w) - (sch), visual gnosis, constructive praxis, orientation skills on a plane, fine and gross motor skills, coordination of movements, creative imagination.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. p.208
30. Letter Ll and sounds (l), (l’). Familiarization with the letter Ll and sounds (l), (l’). Formation of the skill of reading syllables, words, sentences with a new letter. Consolidation of ideas about hardness-softness, deafness-voicing of consonants. Improving the skills of sound and syllabic analysis and synthesis. Improving design and printing skills. Development of phonemic awareness (identification of initial and final sounds in words, selection of words for given sounds). Development of general motor skills, coordination of movements, dexterity, mobility.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 215

May
31. Letter Рр and sounds (р), (р’). Familiarization with the letter Рр and sounds (р), (р’). Formation of the skill of reading syllables, words, sentences with a new letter. Consolidation of ideas about hardness-softness, deafness-voicing of consonants. Improving the skills of sound analysis and synthesis, analysis and synthesis of sentences. Improving design and printing skills. Development of phonemic awareness (identification of initial and final sounds in words, selection of words for given sounds). Development of general motor skills, coordination of movements, dexterity, mobility.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 220
32. Letter b. Familiarization with the letter b. Formation of the skill of reading syllables, words, sentences with a new letter. Improving the skills of sound-letter analysis and sentence synthesis. Improving design and printing skills. Development of phonemic representations. Development of general motor skills, coordination of movements, dexterity, mobility.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 230
33. Letter B. Familiarization with the letter Ъ. Formation of the skill of reading syllables, words, sentences with a new letter. Improving sound-letter analysis skills. Improving design and printing skills. Development of phonemic representations. Development of general motor skills, coordination of movements, dexterity, mobility.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 236
34. Consolidation of completed letters. Consolidating reading skills of syllables, words, sentences, texts with completed letters. Improving the skills of sound and syllabic analysis and synthesis, analysis and synthesis of sentences. Formation of ideas about the Russian alphabet. Development of phonemic processes, fine and gross motor skills, coordination of movements, dexterity, mobility.
Formation of mutual understanding, goodwill, independence, initiative, responsibility. page 247

Theme of the lesson: “Saving Tom and Tim.” Preparing for literacy. Preparatory group.

Tasks.

Strengthen children's ability to select words to 3-5 sound models, conduct sound analysis of words.
Improve the ability to divide a sentence into words and compose it from a set of words, including prepositions and conjunctions.
Learn the rules of writing sentences (graphically).
Improve children's ability to read syllables, develop speech skills, memory, logical thinking, solving puzzles.
Foster a desire to build friendly relationships with peers.

Material and equipment.

Children's chairs with sound models of children's names, plan from kindergarten to the castle, game, “Funny puzzles”, planar model of the castle, separately cut out missing parts of the castle (door, castle, windows, pipe, flag, etc. according to the number of children), sound models of the castle parts, rebus card for guessing the name of the river .

5 Christmas trees drawn on whatman paper, on which words for making sentences are written in disarray; an image of raindrops with parts of words (syllables) inside, a table with syllables for reading, a silhouette of a drawn magpie, paper, pencils.

Preliminary work:

D/games “Chain of words”, “Sound got lost”, “Gifts for Tom and Tim”, “ Flower shop"(for the number of syllables) "Syllable lotto", "The letter is lost", lexical exercise "Funny rhyme",
Grandfather Bookeater's games: “Braiding”, “Anagrams”, “Entertaining Models”, “Charades”, reading from a table with syllables, reading puzzles, riddles based on the first sounds of drawn objects, solving upside-down puzzles, crosswords with words.
Learning children's folklore, tongue twisters, physical exercises, and finger gymnastics complexes. Drawing up a proposal and writing it graphically.

Progress of the lesson. Methodological techniques.

Ethical charging

Game "Smile at each other."

The teacher asks the children: “What are words made of?” (the guys answer). Each child is asked to pronounce his name so that everyone can clearly hear how many syllables it contains.

Surprise moment "Mobile call"

From a “telephone” conversation it turns out that mouse friends Tom and Tim urgently need help. They were imprisoned by an evil sorcerer in his castle, which is located far from the kindergarten.

The children decide to find their friends and free them. Since the road ahead is unknown, the teacher offers a plan from kindergarten to the castle with expected obstacles in order to better navigate the road and not go astray.

The teacher asks the children what type of transport they can use? A choice is offered: tram, bus, train, trolleybus (children answer, explaining the choice). During the conversation, it turns out that it is most convenient to go by bus. The teacher clarifies that the bus is extraordinary, magical.

On the back of each chair you can see multi-colored squares. The children's names are encrypted in them. Each child will be able to take only the seat on the bus that corresponds to the sound model of his name.

The children find their places and sit down. An inspector is appointed to check the correct landing in place.

The teacher says that on the road they always take everything they need and invites the children to read from the table (find words from syllables) what is taken on a long journey.

lo	e
ket	since then
That	pa
that	Yes

The guys read the words from the table (bag, food, axe, shovel, lotto).

The game is a journey.

First stop– river. The teacher offers the children picture puzzles, solving which the children read and name everything that they can meet on the way to the river: fisherman, bell, grass, rainbow, school. The teacher turns to the plan, where it is clear that the children are near the river.

Rebus "Bell"

Rebus "Fisherman"

Rebus "Grass"

Rebus "Rainbow"

Rebus "School"

Breathing exercises “Let’s breathe in the fresh air of the river” (3-4 times)

The name of the river is encrypted. The teacher shows the picture and, based on the first sounds of the objects drawn there, offers to find out the name of the river.

The children find out that the river has an amazing name “Kroshka”. The teacher suggests crossing this small river on a thin log, holding hands.

Second stop- forest. There are 5 Christmas trees on whatman paper. On each one you can see the words in disarray: Tom, they are waiting, and Tim, you). Children are asked to make a sentence from these words. The guys talk through their options.

It turns out that someone left this message especially for us. To cheer up the little mice, the teacher invites the children to write letters to their friends and send them with the magpie.

Children sit at tables to write letters. The teacher reminds you of the rules for writing a sentence (discuss it with the children). Children offer versions of letters (5-6). One child writes on the board. The rest check, correct, supplement.

Finger gymnastics “Home”

Letters written by children are sealed in an envelope and given to the magpie. While the children were writing letters, it suddenly began to rain.

Visual gymnastics “Drop”.

The teacher invites the children to read and find out how many word droplets fell from the cloud? Each drop contains a piece of a word - a syllable. Reading drop by syllable from top to bottom (Ku-ra-ki-no-sy-ro-). It rained magically in the magical forest. We were able to read many words.

Again the teacher turns to the plan. The children see that they find themselves right next to the castle. They come closer and make sure that there really is a castle in front of them.

The situation is provocative.

There are no windows or doors on the painted castle. The teacher wonders if the little mice will be able to see the one who came to save them? Is it possible to enter this castle? Why?

The children are invited to choose any specially prepared enchanted diagram (sound models) of the parts of the castle that are missing: door, windows, flag, pipe, lock, key, etc. (according to the number of children).
Then, using your sound scheme, find pictures on another table with the missing parts of the castle, correlate them with your sound scheme, and only then attach your picture-detail to the image of the castle. So the castle gradually appears with windows, doors, and everything else. The key simulates opening a lock.

Surprise moment.

Tom and Tim appear. They thank the children for liberation.

The children return to kindergarten by plane.

Dynamic pause "Airplane".

Reflection

The teacher attracts all children to him.

Hugging, he gives a positive assessment to each child, asking what was remembered during the lesson?
Where have you been?
What challenges did you have to overcome?
Where was it the hardest?
Why did you cope with all the difficulties?

The teacher tells the children that it was easy to cope with all the obstacles on the road, because all the children acted in harmony, together. That is why we managed to save the mice.

Requirements for educational preparation of children in last years became significantly tougher than before. Now in kindergarten they are starting to study foreign languages, music, logic, get acquainted with the world around us, starting from the age of four. Arriving in the first grade of secondary school, the child already has a significant amount of knowledge. It’s too early to say how such a load affects children’s brains. Certain conclusions can be drawn only in two to three decades, when several generations have studied under this program. However, literacy education in preparatory group is one of essential elements preparation for school, and he receives a lot of attention. Teachers believe that, in addition to knowledge, the child needs to instill learning skills, only then will he be able to perceive new material and use it effectively.

Teaching literacy in the preparatory group: main aspects

Very often, educators and parents ask one common question: “Is it necessary to teach a child who has not reached the age of 6 years?” Some people think that before literacy training begins in the preparatory group, no attempts should be made to develop children in terms of reading.
This opinion is fundamentally erroneous, since the main function of a kindergarten is And here it is very important to begin the educational process as early as senior group, that is, in the second half of preschool childhood.

Well-known teachers, such as L. S. Vygotsky, believe that at the age of up to 5 years the educational program should not yet be of a sharply differentiated nature, however, starting from the age of five, it is necessary to take into account all the features of the development of children's thinking and psyche, using a clear division of education according to categories. Only this method will allow you to achieve the best results.

Research conducted by employees of research institutes in the field of education has shown that when teaching, it is extremely important to give children knowledge not only in one specific area, but to provide them with a whole system of concepts and relationships. In order for preschoolers to be able to perceive everything new and assimilate material, it is necessary to use a wide variety of educational methods.

Teaching literacy in the preparatory group of kindergarten is one of the most basic areas in the process of preparing for first grade. It is necessary for children to learn to understand the sound meanings of spoken and read words.

An indispensable condition for the literacy of a child, teenager and adult is the ability to compare different units of phonetic reality. In addition, preschoolers must develop specific speech skills.

By and large, speech therapists advise starting to learn sounds and letters in the older group. The fact is that at the age of 4 to 5 years, children have a very acutely developed so-called linguistic sense. During this period, they absorb all new lexical and phonetic information like a sponge. But after a year this feeling gradually decreases. Therefore, it is best to start learning to read and write early. In the preparatory group, the sound and letter "M", for example, are studied over several lessons, but children of five years old acquire this knowledge in just one or two lessons.

The most popular method of teaching literacy

One of the sources of teaching activity was D.'s book " Native word", published back in the 19th century. It outlined the basic methods of teaching children to read and write. Since reading was considered one of the most important elements of education, the issues of its teaching have always been very relevant.

It is highly recommended that you read this book before starting a Literacy Lesson. The preparatory group is the most difficult period preparing children for the school curriculum, so here you need to be extremely attentive to individual thinking and psychological characteristics every child. Methods developed by linguists and teachers will help with this.

Ushinsky created a sound analytical-synthetic method of teaching literacy, which is based on considering letters not as individual elements, but as an integral part of words and sentences. This method allows you to prepare your child for reading books. In addition, it makes it possible to awaken children’s interest in literacy, and not just force them to mechanically learn and remember letters. It is very important. Ushinsky proposes to divide the entire teaching process into three components:

1. Visual learning.

2. Written preparatory exercises.

3. Sound activities to promote reading.

This technique has not lost its relevance today. It is on this basis that literacy training is built. The preparatory group, whose program is very rich, gets acquainted with reading in exactly this sequence. These stages make it possible to gradually and gradually present the child with all the necessary information.

Literacy training in the preparatory group according to Vasilyeva

One of the methods used in kindergarten was developed in the 20th century. Its author was the famous teacher and speech therapist M. A. Vasilyeva. She developed several programs for which you need to study. They are based on a natural sequence on which the lesson “Teaching literacy” should be based. The preparatory group is intended for children who are already quite large and capable of understanding a lot. First, they need to be taught to isolate a separate sound, and then consider it in text accompaniment. This method has many features and advantages.

How does teaching literacy in the preparatory group proceed according to Vasilyeva’s method? The sound and letter "M", for example, are presented as follows: first, the teacher simply shows the images in various options(graphic picture, three-dimensional, bright and multi-colored). Later, when this knowledge is consolidated, you can move on to the next stage. The teacher introduces the children to words that contain this letter. This allows you not only to learn the alphabet, but also to master the basics of reading. This is the most preferable sequence.

Psychological features of teaching in kindergarten

Before you start looking at letters and sounds with your kids, there are a few important things to understand. What are psychological foundations such a process as learning to read and write? “The preparatory group,” Zhurova L. E., the author of numerous works in the area under consideration, notes, “is an unusually plastic material that allows you to perceive and reproduce a wide variety of concepts and behavior patterns.” The process of learning to read largely depends on the methods of teaching. It is very important that the teacher correctly targets children and lays in them the foundations of preparing for school. What is the final goal and letters? This is reading and understanding what is written in the book. It is obvious. But before you understand the content of the book, you need to learn to perceive it correctly. Text is a graphic reproduction of our speech, which is then converted into sounds. They are the ones that must be understood by the child. At the same time, it is very important that a person can reproduce the sound in any word, even an unfamiliar one. Only then can one say whether literacy training is a success. The preparatory group, whose program includes an introduction to the Russian alphabet, should become the foundation for children’s further literacy.

A child's ability to reproduce sounds

When a baby is just born, he already has innate reflexes. One of them is the ability to respond to surrounding sounds. He responds to the words he hears by changing the rhythm of his movements and becoming animated. Already in the third or fourth week of life, the child reacts not only to loud, sharp sounds, but also to the speech of the people around him.

It is obvious that simple phonetic perception of words is not a guarantee successful learning reading. Human speech is extremely complex, and in order to understand it, it is necessary for the child to reach a certain level of mental and emotional maturity.

Researchers have found that the vast majority of children between the ages of six and seven cannot yet separate words into syllables. Therefore, literacy training in the preparatory group should be built in strict accordance with these features. Under no circumstances should you give a child a task that his brain is simply not able to cope with due to its immaturity.

The direct process of learning to read and write

The development of a program for introducing preschoolers to letters and sounds is handled by each educational institution. That is why classes in different kindergartens can differ significantly. But, despite external differences, the meaning educational process uniform throughout the entire education system. It includes three stages already listed above.

Of course, when directly studying letters, the teacher takes into account many factors: the mood of the children at a given moment, their number, behavior, as well as others important little things, which can improve or worsen perception.

The importance of sound analysis in teaching reading

IN Lately Many speech therapists express the opinion that the methods used to introduce literacy are already outdated. They argue that at this stage it is not so important. That is, first you just need to ensure that children remember the graphic representation of the letters, without trying to reproduce their sounds. But this is not entirely correct. After all, it is by pronouncing sounds that the child will hear them and will be able to better perceive the speech of other people.

Planning literacy instruction in pre-kindergarten groups

If you go to a preschool in the middle of the day, you may get the impression that chaos reigns there. Children play in small groups, and some even sit on a chair and draw. But that's not true. Like everything else that happens in kindergarten, it has its own program and literacy training. Preparatory group, lesson planning in which is subordinated strict recommendations The Ministry of Education is no exception. The program is compiled on academic year, is agreed upon with the methodologists and approved by the person in charge of the preschool institution.

How to make lesson notes

Literacy learning does not take place in any random order. At first glance, it seems that the teacher is simply playing with the children, but in fact this is part of getting to know the letters. The course of the lesson is determined by the teacher, and a pre-prepared outline helps him in this. It indicates the time that will be devoted to study, the topic that should be covered, and also outlines a rough plan.

Foreign literacy experience

So far, new methods developed by foreign specialists have not been widely introduced into the Russian system. The two most popular methods of teaching that came to us from other countries are the Montessori and Doman systems.

The first implies an individual approach to each child and comprehensive creative development. The second involves studying not letters and sounds separately, but entire words at once. Special cards are used for this. A word is written on each of them. The card is shown to the child for several seconds, and what is depicted on it is also announced.

It is difficult to implement in municipal kindergartens, since the number of pupils does not allow paying enough attention to each of them individually.

The Doman system is criticized by Russian speech therapists, who claim that it is applicable to the study in English, but not suitable for Russian.

Purpose of the lesson: help the preschooler master the program material, make the pedagogical process more emotional, and achieve greater child activity in the classroom.

Tasks:

To consolidate children's ability to conduct sound analysis of words using the rules for writing vowel letters and determining the stressed vowel sound.
Strengthening the skills of isolating the desired sound in a word.
Develop the ability to divide words into syllables.
Strengthen the ability to highlight the first letter in a word and name words of a certain sound structure.
Improve children's ability to compose a chain of sentences using diagrams.
Form a grammatical structure of speech, expand your vocabulary.
Improve children's reading skills.

Materials: envelope with letter; Pictures; diagram of a five-sound word, chips: red, blue, green, black; cards-schemes for identifying syllables in a word; cards with a set of letters; pointer.

PROGRESS OF THE CLASS

The teacher tells the children that she found a letter from Dunno. Reads it to children.

Educator: Dunno writes that he has found himself in the country of “Smart Men and Women” where Queen Gramota reigns. The Queen of Letters invited Dunno to play speech games, but Dunno refused to play with the Queen, because he does not know what “speech” and “speech games” are. At which the queen was very angry and ordered Dunno to be imprisoned in a high tower, but promised to release him if you and I help him. We must complete the tasks that Queen Gramota has prepared for us. Well, do you agree to help our friend Dunno? (Children's answers).
– Before we start completing the tasks, let’s remember what “speech” is? What does it consist of? (Speech is words, sentences. Speech consists of sentences. Sentences consist of words. Words consist of syllables and letters. Syllables consist of letters and sounds).
– In order for us to complete all the tasks correctly, let’s do gymnastics for the tongue. Curious tongue looks up, down, left and right (children perform tongue movements 3-4 times). Now let’s say the tongue twister: “Like a hill on a hill, lived thirty-three Yegorkas.” (children pronounce the tongue twister quietly, loudly, quickly and slowly).

1 task: Sound analysis of a word

Educator: Look at the picture and name the words starting with solid sound-m- and soft sound -m’- (Children's answers).

– Now let’s conduct a sound analysis of a word, for example the word bear. Do you remember what sounds there are? (Vowels and consonants, hard and soft, voiced and voiceless, as well as stress).

M'– consonant, soft, sonorous sound, marked with a green chip.
AND
Sh
TO– consonant, hard, dull sound, marked with a blue chip.
A– vowel sound, marked with a red chip.
What sound is stressed in this word? Sound -i-, place a black chip next to it.

Task 2: Which letter is “lost”? (Correct mistake)

Task 3: How many syllables are in a word?

Educator: You need to paint over as many “bricks” as there are syllables in this word.

Physical education minute

Task 4: Unscramble the word

Educator: You need to guess which word is encrypted. The pictures will tell you which letters need to be written in the squares.

Task 5: Make a proposal

Educator: By adding one word at a time, create a chain of sentences according to the diagram.

Task 6: Read the word

Educator: And finally, the last task. Each of you has a chain of letters; you need to circle the letter that is written correctly, and cross out the one that is written incorrectly. Read the received word.

Educator: Well done!

Sounds phone call, the teacher talks, then tells the children that Dunno is free and invites the children to invite him to kindergarten to teach him everything they themselves have learned.

Outline of educational activities for teaching literacy for the preparatory group for kindergarten

(it is more expedient to carry out in subgroups)
This material is intended for kindergarten teachers. The GCD summary will be useful in working with children of the senior/preparatory group, educational field cognition (learning to read and write).

Topic: Introducing children to the proposal.

Target: the formation of children's ideas about the sentence as an intonation and semantic unit of speech.

Software tasks:
1. Teach children to isolate a two-word sentence without prepositions.
2. Learn to break each sentence into words and notice how many words are in the sentence; in what order they follow.
3. Learning to write sentences graphically.
4. Accustom to speak every word loudly, distinctly, clearly.

Materials and equipment: snowflake on a string made of napkin paper, notebook, simple pencils, ruler, board, pointer. The notes use finger games by I.M. Galyant.

GCD move:

Part I. Children sit in a semicircle.
- Guys, look who came to visit us today (I bring in the “Dunno” doll and sit me on a chair next to me).
- Yes, this is Dunno. He really wanted to come visit us and listen to us talk about what a proposal is. After all, Dunno would also like to become literate. But in order for Dunno to understand and hear everything, we will speak loudly, clearly, clearly, pronounce and pronounce every word.
- To do this, we will work on our breathing (I give each child a snowflake).
- Take the snowflake by the thread and hang it at the level of your mouth. Imagine blowing strong wind, the snowflakes began to swirl, and the wind died down (the children blow on the snowflake, the teacher makes sure that each child succeeds). The wind began to blow stronger, even stronger. The wind died down again.
Part II. Guys, did you know that sentences consist of words and I’ll tell you this sentence: “Dunno is sitting.”

Tell me, how many words have I just said about Dunno? (children's answers).
- What is the first word? What is the second word? How many words are there in the sentence? (children's answers).
- Now guys, come up with a two-word sentence about Dunno. (For example, “Dunno fell,” “Dunno got up.”) (You can ask each child.)
- A sentence always says something, from a sentence we always learn about something, i.e. it contains a certain meaning, and the sentence, as you have already noticed, consists of words.
Part III. And now, together with Dunno, let’s play the game “Prank” with our fingers:
Girls and boys, where are your fingers? (Hide your hands behind your back).
Fingers started to move in the morning (move your fingers).
To visit Aunt Razigra (clap your hands).
They were sitting on a bench (on thumb left hand “sit” with each finger of the hand, starting with the little finger).
Yes, they looked out the window (make “windows” in front of your eyes using your fingers).
We got drunk on tea, tea, I’ll play a prank (alternate clapping and showing thumbs).
Sunny's palm was stroked a little (stroke the palms, lightly massaging them).
The fingers were raised and became rays (straighten and spread the fingers of both hands).
- The next game is called “Living Words”. At will, two children are called up and are invited to become “living words.” Children make up a sentence and call it “Dunno Listens.” The teacher invites the children to swap words and call the resulting sentence “Dunno is listening.” You can ask a couple more children to do the same.
- Children, it turns out that the words in a sentence can be swapped and its meaning does not change.
Part IV. Physical pause. Guys, let's imagine that we are leaves. And suddenly a strong wind blew, the leaves began to spin:
We are autumn leaves
They sat on branches (children squat).
The wind blew and they flew.
We flew, we flew (children run on their toes)
And they sat quietly on the ground,
The wind came again
And I picked up all the leaves,
Turned them around, spun them around (they spin around in place)
And he lowered it to the ground.
Part V We go to the tables.
- Guys, do you know that a sentence can be represented by a graphic notation. But for this there are rules for writing a proposal:
1. A sentence always begins with a capital letter.
2. Words in a sentence are written at a distance from each other, i.e. there is a pause between words.
3. There is always a period at the end of the sentence, i.e. the meaning of the sentence is complete.
- Now, I will draw a sentence on the board, and you will draw it in your notebooks. (I write down “Dunno writes” on the board, draw a diagram of the sentence). The sentence consists of two words: the first word is “Dunno”, the second word is “writes”, a period is placed at the end of the sentence.
- Independent work children. Guys, now each of you independently come up with new sentences about Dunno from two words and write down the scheme of the sentence in your notebooks.
VI final part. Today we talked about Dunno in two words. I think Dunno really enjoyed working with us. Tell me what have we learned today? Yes, we learned how to make sentences from two words. Notice what the first and second word is in a sentence. We learned how to write a sentence using a diagram. Would you guys like Dunno to come to our next lesson? Thank you, I liked what you did today.